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Eliciting, Interpreting and Developing Teachers' Understandings of the Nature of Science
12 references·3 citing·44 second hop
Eliciting, Interpreting and Developing Teachers' Understandings of the Nature of Science (1998)Eliciting, Interpreting and Developing Te…Reflective Practitioner (2014)Reflective PractitionerLeviathan and the Air-Pump (2011)Leviathan and the Air-PumpScience in the National Curriculum (1996)Science in the National Curri…Science teachers’ philosophical assumptions: how well do we understand them? (1995)Science teachers’ philosophic…Who will teach the ‘nature of science’?: teachers' views of science and their implications for science education (1994)Who will teach the ‘nature of…The Unnatural Nature of Science (1993)The Unnatural Nature of Scien…Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science (1993)Re-thinking Old Ways: Towards…Students' and teachers' conceptions of the nature of science: A review of the research (1992)Students' and teachers' conce…Teachers' Beliefs About the Nature of Science and Their Relationship to Classroom Practice (1990)Teachers' Beliefs About the N…The teaching of the philosophy of science in secondary classrooms: case studies of teachers’ personal theories (1989)The teaching of the philosoph…Philosophy of science: an empirical study of teachers’ views (1989)Philosophy of science: an emp…Analysis and Use of a Task for Identifying Conceptions of Teaching Science (1989)Analysis and Use of a Task fo…Developing Understanding of the Nature of Science Within a Professional Development Program for Inservice Elementary Teachers: Project Nature of Elementary Science Teaching (2009)Developing Understanding of t…PARSIMONY AND EFFICIENCY (2002)PARSIMONY AND EFFICIENCYThe Nature of Science and Science Education: A Bibliography (2001)The Nature of Science and Sci…Qualitative data analysis for educational research : a guide to uses of systemic networks (1983)Qualitative data analysis for educational research (1983)Beliefs about science and beliefs about language (1996)Conocimiento profesional y epistemología de los profesores, II: estudios empíricos y conclusiones (1998)Cognition in Practice (1988)The Structure of Scientific Revolutions (1996)“It's the nature of the beast”: The influence of knowledge and intentions on learning and teaching nature of science* (2002)Changing the Focus: From Nature of Science (NOS) to Features of Science (FOS) (2011)Learning and Teaching in the School Science Laboratory: An Analysis of Research, Theory, and Practice (2013)The Structure of Scientific Revolutions (2017)The Structure of Scientific Revolutions (1963)Naturalistic inquiry (1985)Those Who Understand: Knowledge Growth in Teaching (1986)Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship (1999)Co‐constructing inquiry‐based science with teachers: Essential research for lasting reform (2001)Revisiting academics' beliefs about teaching and learning (2001)Research Methods in Education (2002)Visiones deformadas de la ciencia transmitidas por la enseñanza (2002)The Relationship between Understanding of the Nature of Science and Practice: The influence of teachers’ beliefs about education, teaching and learning (2006)Research Methods in Education (2007)THE PSYCHOLOGY OF PERSONAL CONSTRUCTS (2010)The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education (2010)The Structure of Scientific Revolutions (1963)Handbook of research on teaching (1986)Establishing the norms of scientific argumentation in classrooms (2000)Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Informal reasoning regarding socioscientific issues: A critical review of research (2004)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Children's ideas in science (1985)Prospective gymnasium teachers' conceptions of chemistry learning and teaching (2000)Substantive-level theory of highly regarded secondary biology teachers' science teaching orientations (2005)Mathematics and Science Integration: Models and Characterizations (2009)Vertical and Horizontal Discourse: An essay (1999)Against Reflexivity as an Academic Virtue and Source of Privileged Knowledge (2000)The development of scientific thinking skills in elementary and middle school (2007)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)A Dynamic Theory of Organizational Knowledge Creation (1994)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Student Teacher Understanding of the Greenhouse Effect, Ozone Layer Depletion and Acid Rain (1996)Models of Data: A Theory of How People Evaluate Data (2001)Group work in elementary science: Towards organisational principles for supporting pupil learning (2007)Articulating communities: Sociocultural perspectives on science education (2001)How to Talk About the Body? the Normative Dimension of Science Studies (2004)A World of Standards but not a Standard World: Toward a Sociology of Standards and Standardization (2010)
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References

  • 2014Reflective Practitioner8,325 cited
  • 1992Students' and teachers' conceptions of the nature of science: A review of the research2,169 cited
  • 1990Teachers' Beliefs About the Nature of Science and Their Relationship to Classroom Practice631 cited
  • 2011Leviathan and the Air-Pump599 cited
  • 1993The Unnatural Nature of Science418 cited
  • 1993Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science413 cited
  • 1996Science in the National Curriculum202 cited
  • 1994Who will teach the ‘nature of science’?: teachers' views of science and their implications for science education167 cited
  • 1989Analysis and Use of a Task for Identifying Conceptions of Teaching Science144 cited
  • 1989Philosophy of science: an empirical study of teachers’ views128 cited
  • 1989The teaching of the philosophy of science in secondary classrooms: case studies of teachers’ personal theories116 cited
  • 1995Science teachers’ philosophical assumptions: how well do we understand them?111 cited

Cited by

  • 2001The Nature of Science and Science Education: A Bibliography69 cited
  • 2009Developing Understanding of the Nature of Science Within a Professional Development Program for Inservice Elementary Teachers: Project Nature of Elementary Science Teaching

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52 cited
  • 2002PARSIMONY AND EFFICIENCY12 cited